Initial Teacher Preparation - Program Summary - Technology Education
Last Update: 8/01/07 *

Description

Purdue University’s Technology Teacher Education Program prepares educators to teach in middle school and high school technology education classrooms. The curriculum develops professional educators with strong pedagogical and technical skills needed for success in today’s high-performance workplace.

The Technology Teacher Education undergraduate curriculum is based on the Scholar-Practitioner Model, NCATE accreditation standards, Standards for Technological Literacy: Content for the Study of Technology, Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards, and Indiana Professional Standards Board Standards. This solid foundation emphasizes the blending of practical experiences, technical expertise, and academic rigor. Students complete coursework in general education (33 hours), professional education (33 hours), and technology education (54 hours). This undergraduate preparation is capstoned by a supervised student teaching experience.

The Program is identified as one of the School of Technology “Signature Areas” for its pre-engineering education focus. The Program integrates the pre-engineering requirements of Project Lead The Way throughout the curriculum. This provides Purdue University graduates with the competencies to teach the PLTW courses in both middle schools and high schools.

Purdue University’s Technology Teacher Education Program is housed in the Department of Industrial technology in the School of Technology.

The Technology Teacher Education Program sponsors a study abroad program with Griffith University in Queensland, Australia. Technology education majors also have the opportunity to become members of Epsilon Pi Tau, the honorary for professionals in technology.

Program Standards

NCATE / Professional Association: International Technology Education Association / Council on Technology Teacher Education

Candidate Standards

Professional Association Standards for Teachers: International Technology Education Association

Indiana Department of Education Division of Professional Standards

Core:

 INTASC Model StandardsPurdue Mapping Statement

Content:

 Standards for Teachers of Career and Technical Education Purdue Mapping Guide, EDCI 309 Statement

Developmental:

Early Adolescence Generalist Teachers

 Purdue Mapping Guide
Teachers of Adolescence and Young Adulthood Purdue Mapping Guide

Related K-12 Student Standards

Purdue University Teacher Education Program Standards

Faculty

 

Admission Requirements

Program of Study

Required Professional Education Courses

Field Experiences

Block I - EDCI 205 Exploring Teaching as a Career / EDCI 285 Multiculturalism and Education
* Students complete 16 hours of field experience at a participating Block I school.

Purpose of Block I: To introduce students to the field of teaching by having the students examine issues from a teacher perspective, emphasizing the importance of multi-culturalism.

Block II - EDPS 235 Learning and Motivation / EDPS 265 Inclusive Classroom
* Students complete 14 hours of field experience at a participating Block II school.

A sincere effort is made to place students in a middle school and a high school by the time they complete Block II.

Purpose of the Block: To have students explore the processes involved in student learning and the characteristics and needs of learners with exceptional needs and talents.

Student Teaching, EDCI 498G Supervised Teaching in Technology Education - One 16 week placement.

Uses of Technology

While the technical content of “technology” is the foundation for the technology education discipline, computer technology, digital technology, and digital logic are highlighted in this section. Digital video is introduced in IT 375, where students are video taped while presenting a microteaching lesson. Once completed, majors perform simple editing techniques to prepare artifacts for their professional portfolio. Technology education majors design and program computer-numerical-controlled (CNC) milling programs in IT 277. The majors use this technology to machine an injection mold to fabricate a part. In IT 275 students utilize Fischertechnik to design, fabricate, program, and evaluate a factory work cell. CGT 100 provides technology education majors with an in-depth skill development in computer-aided drafting and design technology (CAD). Students also use the Inventor software in numerous classes to assist with parametric modeling. Students design and solve digital logic gate problems in IT 275.

Uses of Centers

The Technology Education Program operates it own technology education laboratory with educational equipment donated by DEPCO, Inc. (See website for web cam link.) This center provides a real world middle school laboratory for technology education majors. Technology education majors are also encouraged to consult Purdue University’s writing lab for their assignments.

Assessments

Assessments About Candidates

  • Fall 2003 Gate Portfolio Assessment Summaries

One of the Department of Industrial Technology’s Strategic Plan goals is to “Improve undergraduate students’ quality through recruitment and retention of superior and diverse students.” Standardized test scores are measuring this benchmark. Teacher education candidates’ performance is assessed through grade point average, portfolio evaluations, and completion of their professional technology education coursework. Program graduates also complete an exit interview with the Department Head.

Gates - C & D rubrics, required course artifacts, assessment

Assessments About the Program

A key assessment tool for the program is the Technology Teacher Education Advisory Board. This Board assisted with the revising of the current undergraduate program of study. Again the Department’s Strategic Plan calls to “Assure that the programs’ curricula are relevant, exceed national program standards, and connect to business and industry, through program accreditation, advisory boards, and employer and alumni surveys.” This goal is assessed by the graduate employment rate. Latif and Sutton (2001) provided results of these exit surveys.

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* Please note, this site was prepared for the March 6-10, 2004, NCATE/IPSB Board of Examiners visit. The information posted here is available to the public and every attempt is being made to ensure its completeness and accuracy. If you have any updates or corrections, or have difficulty accessing or locating any documents, please contact T. J. Oakes, NCATE Coordinator, at oakest@purdue.edu or 765-494-5486, or contact Richard Frisbie, Assessment Coordinator and WebMaster at rfrisbie@purdue.edu or 765-494-2360.
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